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ERIC Number: EJ896071
Record Type: Journal
Publication Date: 2010
Pages: 27
Abstractor: ERIC
ISSN: ISSN-0737-5328
Journeys toward Becoming a Teacher: Charting the Course of Professional Development
Jarvis-Selinger, Sandra; Pratt, Dan D.; Collins, John B.
Teacher Education Quarterly, v37 n2 p69-95 Spr 2010
Teacher education programs challenge students' beliefs about teaching and learning in hope of creating a pedagogical awareness that will inform teaching practices and guide the professional transformation from student to teacher. The process of becoming a teacher is referred to variously as teacher development, professional growth and development, identity development/construction, and/or learning to teach. Reviews of teacher development literature have illustrated the complexity involved in this developmental journey. The authors studied 23 students involved in a one-year teacher education program and examined their identity changes and commitment to teaching. They were interested in how students' beliefs and orientations influenced their evolving identity and commitment to teaching. In order to better understand participants' journey, discussions of teacher identity and commitment became the underlying constructs to help tell their stories. This research enables the development of a model of teacher identity and commitment over the course of a teacher education program. Findings related to how the participants' journeys unfolded are presented. The findings can be used by teacher education programs to support, challenge, build, and enhance teachers' developing professional identity and commitment to teaching. (Contains 7 figures and 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A